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ELA Scope
A. ELA Systems and Culture1. Reading systems and culture
2. Writing systems and culture3. Academic Language
B. Reading Comprehension and Analysis1. Basic reading strategies2. Questions, connections, and evidence3. Text features and graphic organizers4. Figurative language5. Setting and context6. Plot and sequence7. Character8. Cause and effect9. Main idea and theme10.Author’s purpose and technique
C. Reading Genres1. Major genres by grade2. Example of grade-appropriate texts
D. Writing Process1. Brainstorming, note-taking, and
outlining2. Development3. Revision4. Editing, proofreading, and publishing5. Self-critique and peer feedback
E. Writing Genres1. Paragraphs and Short Answers
2. Narratives, letters, and diary entries3. Essays and DBQs4. Informational writing, journalism,
and research6. Poetry and drama
F. Grammar
G. Vocabulary and Spelling1. Phonics and syllabification
2. Words and phrases in context3. Prefixes, suffixes, and roots4. Multiple-meaning words5. Homonyms6. Frequently misspelled words
H. Speaking and Listening1. Presentations2. Discussions3. Feedback4. Group presentations 5. Recitations
I. Test prep1. Goals and orientation
2. Note-taking during tests3. Time-management4. SAT-105. T.R.A.I.L. [Baumann]6. Getting ready to read7. Reading the passage8. Finding the important information9. Choosing an answer10.Checking your work
J. Technology???
Writing Goals
Writing Goals
Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)Independent writing/day
write daily for a sustained, rigorous 30-minute period
write daily for a sustained, rigorous 30-minute period
write daily for a sustained, rigorous 30-minute period
Major goals love writing write clear, concise short
answers across content areas by January
to confer with a teacher at least twice a week
internalize the writing process by doing it independently in on-demand and process writing
master gr5 editing standards by January (see grammar standards)
practice 65 genres of writing: narrative, persuasive, poetry, letter, prompt, research report
write with clarity for extended responses
brainstorm, outline, draft and revise independently for on-demand and at home assignments
master gr6 compare and contrast writing genre by January
practice 6 genres of writing: memoir, book review, how to, prompt, research and literary essay
write sophisticated, world class commentary while still maintaining clarity
value unique, controversial and “risky” approaches to writing
master gr6 editing standards by January
master 3 genres of writing: personal essay, report and literary essay
Genres Narrative Short answer prompt Letter (friendly) Poetry Persuasive essay Report newspaper
Literary Essay (introduce) Poetry Book Review Prompt Memoir/Narrative Letter (business) monologue
literary essay personal essay report short answer prompt letter writing (historical) debate children’s book
Philosophy for Writing Goals: We believe that all students should be writing independently and rigorously for 30 minutes by the end of summer
school. We reset this goal yearly as the students transition with a new teacher. By 7th grade, students should also be able to use thesauri, editing pens, and other writing tools independently as part of this thirty minute or more time.
We believe that teachers should give immediate feedback in the form of conferences at least twice a week. Teachers should keep a log of these conferences. The types of logs can vary according to what works best with teachers.
We believe that students should be introduced to different writing genres throughout the year. These genres can be introduced in any class, not necessarily in writing. While there are genre specific strategies, we believe that most strategies are pertinent to all types of writing. Therefore, the piece of writing is assessed according to how the strategies are used. Students must show mastery of all different types of genres by the end of 8th grade independently and distinguish between the different genres.
We believe that all students should perform at a certain benchmark in on demand writing scenarios. They should therefore be able to go through the writing process independently in these on demand scenarios. The scenarios assess different types of genres fluidly. The assessment is called the Quarterly Writing Assessment (QWA).
poetry DBQ
Quarterly Writing Assessment
short answer expository short answer narrative short answer response to
literature
Research article Memoir Response to literature
Personal Essay: Describe a time where you’ve had to overcome an obstacle. What did you learn from the experience?Personal Essay:
Choice between 4 prompts.
Literary Essay (based on NYS Regents) Students choose from one of five inspirational quotes.
Do you agree/disagree with the quote? Using a book from a list provided, create a unique thesis statement and composition answering your question.
Differentiation
Must Do: write for 30 minutes daily
Can Do: write on a computer, storyboard with pictures, do invented spelling, speak into dictation program
D. Writing process1. Brainstorming, / Note Collecting-taking, and Outlining
2.
Grade 55th Grade 6 (spiral gr5)6 th (spirals 5th) Grade 7 (spiral gr5-6)7 th (spirals 5 th
and 6 th ) Grade 8 (spiral gr5-7)
Brainstorming1. A accountable talk
to generate ideas before writing independently (everyday, all genres all throughout the unit)
2. M makeing a list list ing “first times” or “last times”
memories and then writeing a story listing “last times” memories and
writing a story listing “people we care about” and
then writeing a story that is connected to that person
List people in your life. List ideas about them as individuals or about your
3. M makeing a web Brainstorm a web. Free-write about
or grow/list of ideas that come out of web.[insert example—maybe clarify what kinds of brainstorming this is best for?]
4. F free-writeting “ Free-write min of one page “” “Lift a line” from a free write that
calls “say more, say more.” Write a page about that one idea.
Timed free writes: wWrite non-stop about one idea for 8 min, without
Brainstorming (
sStrategies for gGathering iIdeas):
4. 1. Think of Different Writing Audiences5. 2. Make Lists 6. 3. Observe Your Surroundings (look at objects)7. 4. Ask Questions (talk to others)8. 5. Experience Strong Emotions (listen to music)9. 6. Recall Firsts and Lasts (family traditions)10. 7. Read (newspaper, fiction, non-fiction)
Brainstorming (s S trategies for g G rowing i I deas ) :
11. 1. Free-write
Brainstorming18. a. listing19. b. generating lists based on lists (growing)20. c. webs and generating new ideas from webs21. d. looping
Note Collecting -taking 22. a. Cornell notes
On right side of the column, students write down details, citations
Left side of the column includes generated sub topics
Symbols include fun facts and interesting information
23. three column note collecting middle column details, citations left side subtopics right side commentary
Outlining24. Alpha-numeric outlines
letting the pencil leave the page, and producing at least one page of writing.
“Lift a line” from a free write that calls “say more, say more.” Write a page about that one idea..
Note - taking C ollecting 5. For non-narrative, students Idistinguish between important facts vs. and fun facts
[insert example that makes clear e.g. what genres this is for?]
6. P Student paraphrase important facts
Readby reading twice, cover ring up the information with their your hand, then retelling the information on paper
7. The information goes into their brainstorm8. Note-taking while listening
For the listening sections of a standardized test, students write down everything youthat they can, abbreviating repetitioncommon words and phrases and making appropriate marks to prioritize information.
Outlining1. Accountable talk
verbally explain “plans” to a partner and receive feedback/support
2. Short answer outline format Flip it, answer it, support it, close it Thesis, prove, support, zip
3. Accordion outlines for
12. 2. List13. 3. Web14. 4. Ask Journalistic Questions
Note Collecting -taking 15. Fact collecting sheet
(for nonfiction studies) Students collect 10 facts that represent subtopics that they have already generated. After collecting the 10 facts per subtopic, they paraphrase the facts.
Outlining16. Outlining is predominantly done by looking at the brainstorm, and on the brainstorm using symbols to organize their prewriting17. Teacher gives graphic organizers that are pertinent to the genre to help outline
based on accordion outlinesThesisI.A.i.
II.AB.iii
b. Thesis:
Sub-Topic
Proof Commentary
25. Is the paragraph clear?26. Does it prove your point?27. Are your examples pertinent?28. Are your examples weighted?29. Does your audience understand your examples, or do they need clarification?30. Are your examples explicit
paragraphs for paragraphs and extended
response. Before answering questions they add any information that they may have left out, and include symbols to show important information.
or implicitly explained?31. Which details take away from the coherence of the paragraph?32. How can you vary your paragraph with narrative strategies (anecdotes, sensory details, etc)?33. Do you need to re-gather for more examples?
Have you gone back to your resources to cite? Do your citations need more explanation?
Outlining
5 th 6 th 7 th
Accountable talk to verbally explain “plans” to a partner and receive feedback/support
short answer outline format: (flip it, answer it, support it, close
it) accordion outlines for paragraphs and
extended response
Outlining is predominantly done by looking at the brainstorm, and on the brainstorm using symbols to organize their prewriting
34. Teacher gives graphic organizers that are pertinent to the genre to help outline35.
36. a. (building on the accordion outline) alpha-numeric outlining37. Thesis38. I.39. A.40. i.41. 42. II.43. A44. B.45. i46. ii47. 48. b. Thesis:49.
Sub-Topic
Proof commentary
50.
51.
Building ideas in writing
● gathering: observe surroundings, list, firsts and lasts, strong emotions, potential audiences, read● outline for essay● create outline and revisit to revise
● brainstorming: clustering, looping, listing with branching, sift/sort● formal outline
Organization
Short response
Paragraph52. 5th53. non narrative paragraphs use the accordion paragraph54. 55. *** see vertical paragraph alignment document for more detail
[56.] 6th
56.[57.] Students evaluate whether or not they have enough examples for their topic/thesis sentence.57.[58.]
Which examples are pertinent?
Do you need to re-gather for more examples?
*** see vertical paragraph alignment document for more detail
7th
*** see vertical paragraph alignment document for more detail
58.[59.] 1. Is the paragraph clear?59.[60.] 2. Does it prove your point?60.[61.] 3. Are your examples pertinent?61.[62.] 4. Are your examples weighted?62.[63.] 5. Does your audience understand your examples, or do they need clarification?63.[64.] 6. Are your examples explicit or implicitly explained?64.[65.] 7. Which details take away from the coherence of the paragraph?
65.[66.] 8. How can you vary your paragraph with narrative strategies (anecdotes, sensory details, etc)?66.[67.] 9. Do you need to re-gather for more examples?67.[68.] 10. Have you gone back to your resources to cite? Do your citations need more explanation?68.[69.]
Philosophy for Pre-Writing Goals: We believe that all students should note take, brainstorm and outline before they start writing. This should happen with all genres. The way students note
take, brainstorm and outline horizontally and vertically. Teachers can assess these skills in isolation and part of the entire writing process.
Differentiation
Must Do : go from note taking, to brainstorm, to outline, to draft to publish independently by QWA4 in fourth quarter.
Can Do : use scaffolded graphic organizers for each stage, get pre-planning help during conferences, use check-lists as a self-reflected guide, give rubrics for each stage, brainstorm using pictures and write using all the scaffolds in “Writing Goals Differentiation.”
Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)1. Reading out loud for clarity1. Sequential[1.] 2. to give instructions
Topic/Thesis
2. 5th State the subject and state what will be explained.3. List method
All college students need money, friends, encouragement, and support.
4. Imagine a world…5. Rhetorical qQuestion
Introduction/Conclusion
Introduction paragraphs
6. L leads: use a quote “Imagine…”
7. S seed idea alone 8. i. State the subject and state
what will be explained. ii List method All college students
1. write with clarity by breaking up run-on sentences.2. Paragraphing for new ideas3. Reading out loud for complete thoughts4. Uses transition words appropriately 5. Every sentence makes sense to the reader 6. Includes details so that the reader is fully informed
7. 1. to make a point8. 2. to show how things are alike9. 3. to show how things are different10. 4. to indicate time11. 5. to show a place or location12. 6. to conclude13.
Topic/Thesis14. Occasion/ Position
26. Discovering a thesis27. Subtopics28. Rethinking subtopics after gathering information29. Organizing an essay before writing (outlining)30. Smooth-reading paragraphs (paragraph unity)31. Paragraph coherence (transitions)32. Smooth-reading sentences33. Adequate length paragraphs34. Revising to clarify35. Editing purposefully36. Providing adequate examples and details37. When writing complex sentences, follows up with a clarifying sentence38. All citations fully supported39. All ideas/reasons/details link up to subtopic or thesis40. 41.
need money, friends, encouragement and support.
Conclusion paragraphs Conclusion
9. “Some people say” followed by... (counter-argumentt)”10. “______ “[Topic] is important to me because..”11. “I’ve realized that…”
Ideas12. Write stories with beginning, middle, end13. Write stories that matter-that have significant meaning to the author14. Go through the steps of writing process-gather, pick, draft, revise, edit.15. Publish stories that are at least one page long16. Write “small moment” stories 17. Vary between “story” and “summary”, relying more on actual storytelling than on summary. At least 50% story18. Use and 3 places where “cracking open a sentence” was used to revise their work.
statements15. However statements16. The Smack Down17. Past to Present18. What’s Wrong
Introduction19. including necessary background information222 using appropriate tone
/ Conclusion 21. wrapping up222 providing bigger picture commentary
When to begin new paragraphs
Ideas
Which examples are pertinent?Do you need to re-gather for more examples?
Clarity23. Read out loud for complete thoughts
42. to explain a problem43. to explain a cause or an effect44. 45. 46. 47. Topic/Thesis48. 7th implicit thesis statements49. clearly defined50. one main idea51. balance between too specific and general52. 4. Two Nouns and a Comma thesis
Introduction s /Conclusion 53. 54. 55. Introduction paragraphs56. a. Iincorporates thesis statement57. b. Pprovides necessary commentary for thesis58. c. Pprovides necessary background information59. H d. hooks the reader
Conclusions60. restate thesis in
19. Use and identify 3 places where dialogue was used.20. Use and identify 3 places where twin sentences with action/dialogue were used.21. Writers use an action or dialogue lead22. Use and identify at least 2 places where “show don’t tell” was used to revise their work.23. Show characters’ inner thought 2-3 times24. Use one of the strategies below to add “visual” words to their text:
Similes Setting cues Adjectives that describe
people and things
Clarity25. Read aloud for clarity
26. Sequential to give instructions
27. revise writing to locate and strengthen the hearts of our stories (use checklist for guidance)28. revise language/word choice to incorporate vocabulary29. revise for clarity, fiction
24. Every sentence makes sense to the reader 25. Includes details so that the reader is fully informed
different words Conclusion
61. a. adds “world” commentary
: so what?include “so what”
Ideas62. Using Description
What needs to be defined? How can you incorporate
imagery? What needs to be defined, but
needs further research?
63. Using Persuasion What position do you want to
take toward your subject? How much background do
you need? What arguments can the
reader bring against your assertion?
What examples can you think of to illustrate your topic?
How can you appeal to your readers’ emotions?
How can you use example, comparison, or description to strengthen your logic?
What tone is most appropriate to the kind of appeal you want to emphasize?
Compare and Contrast What are the
similarities? Differences?
Should you emphasize similarities or differences?
and nonfiction aspects, thesis quality, format, word choice, vocabulary words we know, etc.30. revise persuasiveness, voice, audience, vocabulary words we know, etc. 31. revise for informational content, details, voice, vocabulary words we know, etc 32. revise for voice, sensory details, character development, and vocabulary words we know, etc.33. edit for clarity – quotation marks, conjugated verbs, contractions, paragraph form, spelling words we know etc. 34. revise for facts and fiction, character development, details, background knowledge, vocabulary words we know, etc.35. revising for strong verbs36. revise for voice, quality, word choice, vocabulary, interest 37. voice – creates mental images for our readers
What examples will work best?
What other modes (spiraling back) are appropriate?
What is your point? Your purpose?
What type of organization will fit your purpose best?
What persona do you want to create?
Narration Anecdotes What senses can you appeal
to? Show/Don’t Tell What concrete details can you
use? How can you vary your
narrative? What can your audience
identify with? Similes? Metaphors? Allusions?
Engaging voice Original Word Choice
64. Explanation and Argument Examples from other sources
Listing examples Are examples pertinent? Are examples of equal
weight? Are any unimportant?
Do you need to re-gather for more examples?
How have you gone back to your resources to cite? Does your example make sense? Do you need explanation?
How familiar is your audience with each example?
Do all examples support the point that you are trying to teach?
Critical Thinking
38. descriptive words. Use senses to access sensory words, rich descriptions39. tell stories from other points of view, matching correct pronouns throughout the piece
What unique ideas are you providing?
Incorporating dense questions prior to writing thesis (see reading 7th grade standards)
Making careful generalizations about the world or rhetorical criticism
Clarity
65. Discovering a thesis66. Subtopics67. Rethinking subtopics after gathering information68. Smooth-reading paragraphs (paragraph unity)69. Paragraph coherence (transitions)70. Smooth-reading sentences71. Adequate length paragraphs72. Revising to clarify73. Editing purposefully74. Providing adequate examples and details75. When writing complex sentences, follows up with a clarifying sentence76. All citations fully supported77. All ideas/reasons/details link up to subtopic or thesis78.
Philosophy of Basic Organizational Development:
We believe good writers revise. We believe that writing should be clear. In order to make the writing clear, students are given strategies scaffolded by grade. We believe that writing should pertain to the audience for which it is written. We believe development of ideas isn’t genre specific. Eg, good writers write with figurative language, imagery, description and persuasion
no matter the genre. Even narrative features can and should show up in non-narrative genres. Repeated, frequent publishing across classes develops independent writers faster. Students publish once every two weeks in both writing and
nonfiction. The same writing development techniques are assessed across subjects. Spiraling of development ideas should happen frequently. New revision strategies should build off of old development ideas UNTIL those ideas are mastered as shown in the QWA.
Differentiation
Must Do : rewrite old work that they published prior, use ideas across genres
Can Do : use mentor texts as models, work in partnerships to get ideas, get ideas from online resources, use checklist to track mastery of ideas(both teacher and student), use scaffolded worksheets for introductions and conclusions,
3. RevisionGrade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)
Clarity79. Read aloud for clarity80. Sequential81. to give instructions82. revise writing to locate and
strengthen the hearts of our stories (use checklist for guidance)
83. revise language/word choice to incorporate vocabulary
84. revise for clarity, fiction and nonfiction aspects, thesis quality, format, word choice, vocabulary words we know, etc.
85. revise persuasiveness, voice, audience, vocabulary words we know, etc.
86. revise for informational content, details, voice, vocabulary words we know, etc
87. revise for voice, sensory details, character development, and vocabulary words we know, etc.
88. edit for clarity – quotation marks, conjugated verbs, contractions, paragraph form, spelling words we know etc.
89. revise for facts and fiction, character development, details, background knowledge, vocabulary words we know, etc.
ClarityRead out loud for complete thoughtsEvery sentence makes sense to the reader Includes details so that the reader is fully informed
Transitions100. to make a point101. to show how things are alike102. to show how things are different103. to indicate time104. to show a place or location105. to conclude
Word Choice/ Craft106. Repeating a word107. Using pictures of symbols in text108. Sound words109. Alliteration110. Writing a word in a special way111. Listing112. Parallel phrases113. Alternate sentence length
“every word counts”
ClarityDiscovering a thesisSubtopicsRethinking subtopics after gathering informationSmooth-reading paragraphs (paragraph unity)Paragraph coherence (transitions)Smooth-reading sentencesAdequate length paragraphsRevising to clarifyEditing purposefullyProviding adequate examples and detailsWhen writing complex sentences, follows up with a clarifying sentenceAll citations fully supportedAll ideas/reasons/details link up to subtopic or thesis
Transitions114. to explain a problem115.to explain a cause or an effect
Compare and Contrast
119.
90. revising for strong verbs91. revise for voice, quality, word
choice, vocabulary, interest 92. voice – creates mental images for
our readers 93. descriptive words. Use senses to
access sensory words, rich descriptions
94. tell stories from other points of view, matching correct pronouns throughout the piece
95. Word Choice/ Craft
96. Use and 3 places where “cracking open a sentence” was used to revise their work.97. Use and identify 3 places where dialogue was used.98. Use and identify 3 places where twin sentences with action/dialogue were used.99. Use one of the strategies below to add “visual” words to their text:
Similes Setting cues Adjectives that describe people and
things
What are the similarities? Differences?
Should you emphasize similarities or differences?
What examples will work best? What other modes (spiraling
back) are appropriate? What is your point? Your
purpose? What type of organization will fit
your purpose best? What persona do you want to
create?
116. Narration Anecdotes What senses can you appeal to? Show/Don’t Tell What concrete details can you
use? How can you vary your narrative? What can your audience identify
with? Similes? Metaphors? Allusions?
Engaging voice Original Word Choice
117. Explanation and Argument Examples from other sources
Listing examples Are examples pertinent? Are examples of equal weight?
Are any unimportant? Do you need to re-gather for more
examples? How have you gone back to your
resources to cite? Does your example make sense? Do you need explanation?
How familiar is your audience with each example?
Do all examples support the point that you are trying to teach?
118. Critical Thinking What unique ideas are you
providing? Incorporating dense questions
prior to writing thesis (see reading 7th grade standards)
Making careful generalizations about the world or rhetorical criticism
Figurative Language Evidence of figurative
language (see 7th grade reading)
Philosophy of Development of Ideas
Good writers write uniquely, with an emphasis on creative and creative thinking. Good writers choose words carefully as if each word stands alone. Good writers emulate the style of other good writers. Good writers try new things and take risks.
Must Do:Revise for sophistication using a rubric or checklist, use transition words appropriately for meaning
Can Do: Use thesauri, rhyming dictionaries, mentor texts, common idiomatic phrases, use transition words from 5-7 grade if necessary to scaffold (ie- less
advanced transition words are in fifth, more advanced are in 7th)
4. Editing, Proofreading, and Publishing
Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)
Word Choice/ CraftUse and 3 places where “cracking open a sentence” was used to revise their work.
120.Use and identify 3 places where dialogue was used.121.Use and identify 3 places where twin sentences with action/dialogue were used.122.Use one of the strategies below to add “visual” words to their text:
Similes Setting cues Adjectives that describe people and things
Proofreading123. proofread work for small mistakes and typos124. create a final draft based on editing and revision changes
Publishing publish pieces to get them ready to
share with an audience share / provide feedback to talk about
our own writing and the writing presented by other writers in our community
Proofreading1. using thesauri and
dictionaries2. reading out loud for clarity3. using a partner purposefully
Publishing1. use computers
3. 2. Writer’s share with members of the community Word Choice/ Craft
4. Repeating a word Using pictures of symbols in textSound wordsAlliterationWriting a word in a special wayListingParallel phrasesAlternate sentence length“every word counts”
ProofreadingUsing partners to gain multiple perspectives in order to better commentary
Philosophy of Editing, Proofreading, and Publishing
We believe good writers edit, and make changes based on self edits, teacher edits or peer edits We believe that students should be accountable to only the grammar and syntax skills they have learned during grammar (see grammar) We believe that students should publish frequently, at least twice a month We believe that all writing should be celebrated
Must DoPublish twice a month , use editing checklists
Can Do Set up individual editing goals with individual students and hold them accountable to their goals, color code editing skills, use spell check on the
computer
5. Self-critique and peer feedbackk
Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7) learn to provide constructive
peer feedback to make our writing stronger
learn to talk about our own writing
while listening to peers, take notes on reactions in order to provide meaningful feedback based on facts and opinions
norms for sharing writing, e.g. accountable talk
set goals for next writing assignment (what did I do well? what do I want to improve?)
are active members of a writing community
give and receive feedback
1) Reading work out loud to catch errors!
2) Share/reflections at the end of class re: challenges faced during independent writing and strategies/solutions
3) Reading a teammate’s work and sharing specific ways to improve
4) Reading own work out loud to entire class – thinking aloud about ways that you could improve
5) Going public through publishing parties, bulletin board work, and discussing areas of growth in particular units
Giving different perspectives to thesis statement in order to provide alternate commentary
Using checklist as a form of self-reflection and critique
Identifying strengths and weaknesses of yearly objectives, and incorporating weakness into writing in order to master objectives
Philosophy of Self-Critique and Feedback
We believe that good writers are reflective. This needs to be modeled by the teacher.
We believe that in the upper grades, students can apply their creative and critical thinking skills to their own self-criticism.
We believe that students must get immediate feedback.
We believe that teachers should limit their feedback to 3-4 strategies a student can work on in order to track mastery o
n those strategies and not overwhelm the student.
We believe that positive descriptive praise is as essential as critical feedback.
E. Writing Genres1. Paragraphs and Short Answers
Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)ParagraphsAccordion paragraphstitle topic sentence supporting details conclusion spelling grammar handwriting transition words flow
Short Answers echo the question mature vocabulary COPS voice
Paragraphs125.Students evaluate whether or not they have enough examples for their topic/thesis sentence.
Which examples are pertinent? Do you need to re-gather for more
examples?
126.By the end of 8th grade, students can capably write at least two types of paragraphs: a “hamburger” paragraph containing a topic sentence, three examples, and a conclusion; and an “inductive” paragraph in which the organization is more flexible but the author’s logic is still clear.
establish and support a central idea with a discernable topic sentence include supporting sentences with simple facts, details and explanations include a concluding statement that summarizes the points are indented properly or otherwise show a paragraph break
5th 6th 7th
Organization/ ● digest prompt ● paragraphing ● using description
clarity/unity ● brainstorm● outline● flip it, answer it, support it, answer it, support it, zip it● later in year: thesis, prove it, support it, prove it support, zip it
● introductions● thesis statement
● using persuasion● compare and contrast● narration● explanation and argument examples from other sources
Voice ● Identifying craft in mentor texts● Including writing craft in own work
2. Narratives, Letters, and Diary Entries
Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)write a personal narrative ((biography vs. autobiography write a fictional narrative
((realistic fiction, historical fiction, comics)
write a fable, a fairy tale, a folk tale, or a myth
detailed descriptions using all five senses
character dialogue character feelings character change (“Push the
characters in our stories to change over the course of the story”)
h. Incorporate facts into fiction ((Collect factual details on a time period and use historical information as a platform on which to base our own pieces of historical fiction. ( Develop a character based on the collected details and based on other characters about whom you have read from that time period)) Use background knowledge of the time period to connect factual information with our own, invented characters))
plot setting
Letters and diary entries
127.Identify and use the rules of writing formal letters128.Structure a formal, persuasive letter129.Understand audience / letter’s recipient
3. Essays and DBQs
Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)Responses to Literature Response using listening and
note-taking skills Response using info from
multiple texts or multiple chapters in the same text (usually two literary and informational, also between multiple chapters or themes in the same text).
Persuasive learn about real-life situations in
which writers write to persuade brainstorm to identify things
about which we feel strongly enough to persuade others
DBQs
Responses to Literature
Persuasive state a clear position on a
proposal. support the position with
organized and relevant evidence/details
anticipate readers’ concerns and counterarguments
Reviews
4. Informational writing, journalism, and research
Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)a. Learn about real-life situations in which writers write to informb. Brainstorm to identify things about which we feel strongly enough to inform othersResumesFunctional and informational writinga. Identify components of a newspaperb. Identify and Evaluate important aspects of newspaper reportingc. Evaluate and Create Editorialsd. Identify important facts and details in a news story (5 W's)e. Create inverted pyramids based on news storiesf. Create a class newspaper
Research writing and report / oral presentationsuses three or more sources of informationchoosing a topiclocating information on a topicnote takingdocumenting sourcesusing details and examples to support larger ideas
5. Poetry and Drama
Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)Poetry130.poetic devices (metaphor, simile,
and personification)131.sound (alliteration, assonance,
consonance, onomatopoeia, repetition, parallel structure)
132.words on the page (text placement, line breaks)
133.students will produce poetry using different styles (3-5 pieces)
134.Drama
Poetry135.change the ordinary into the poetic using personification, alliteration, similes, metaphors, etc136.haiku137.limericks138.clerihew139.epistle140.
Drama
F. GrammarSentence Fluency
5th 6th 7th
Write complete sentences with a subject. The subject is WHO does the action or WHAT the sentence is about. Identify subject as a person (ex. I, you, The Diaz family) Identify subject as a place or thing (ex. dancing, pets) Identify subject as “it” (It is beautiful!) Command sentences have no subject, subject (you) is implied. Identify sentences with and without a subject (fragments with no subject) Correct sentences without a subject. Independently write sentences with a subject. Write complete sentences with a verb. The verb is the action/doing word in the sentence. Identify the verb in a sentence. Correct sentences without a verb (fragments with no verb) Write complete sentences with a subject, a verb and a complete thought. (Eliminating fragments) Identify sentences with and without a complete thought. Correct sentences that do not have a complete thought or other crucial words. Independently write sentences with a subject, verb, and a complete thought (short-mid length sentences) without
176.[179.] Appositives177.[180.] Independent work marker178.[181.] Dependent word marker179.[182.] Past participle phrases180.[183.] Present participle phrases181.[184.] modifiers
o
error. Edit notebooks. Eliminate run-on sentences: Master: “Double subject” run-on sentences (She is so nice she is so pretty.) “Double it” run on sentences (It is a nice day it is hot.) “So then” sentences (So then she
helped him so then he was glad so then..)
Write compound sentences correctly by joining two complete sentences with “and” “but” “or” “so” or other conjunctions, and a comma.
141.Identify conjunctions in a sentence.142.Add a comma before the conjunction in a compound sentence.143.Independently write compound sentences.144.Identify sentences using “and” that DO NOT need a comma.145.Edit notebooks for missing commas in conjunctions.146.147.Commas in a compound sentence: use a comma before and, but, or, nor and so148.Commas to separate words in a series149.Commas in dates
150.Commas to separate parts of a place151.Commas after an introduction- Yes, I would like more bread.152.Commas to set apart many clauses, phrases and expressions153.If a subordinate or dependent clause comes before the main cause, use a comma after the clause154.NOT using a comma before a prepositional phrase at the end of a sentence155.Use commas to set off most phrases in the middle of a sentence156.157.158.Using, not abusing “and”159.Eliminate writing sentences starting with “and”160.Never use more than one “,and” in a sentence (very rarely two) [161.] Edit notebooks for “and” abuse Quotation Marks and Apostrophes
If a person speaking comes
before the words being spoken or written, put a comma before the quotation mark.If the words spoken or written come before the speaker “What time is it?” asked Mary. “I don’t know,” replied Bill.“I don’t know what time it is,” Bill replied, “because I lost my watch.Apostrophe : possession Apostrophe : contractions Pronounsagreement of pronouns in number and genderpronoun as an object ( me, us, you, him, her, it, them )
possessive pronouns: (mine, yours, his, hers, ours, yours, theirs)
Verbs The tense of a verb (past,
present, future) To make the present tense of a
verb third person, add s if the subject is singular. Sam rides the bus to school.
Common irregular past tense verbs: began, broke, came, gave, lay, rose, sang, took, threw
Present perfect tense: He has taken his medicine. She has eaten her dinner. She has gone to sleep. They have eaten their dinner.
Verbs must be consistent.
Troublesome verb pairs: leave/let, learn/teach, raise/rise, sit/set, lie/lay
Active/Passive Verbs: He cut the grass/ The grass was cut. He ate the cake/ The cake was eaten.
Sentence Fluency161.[162.] Using precise words
The woman breathed. The mountain climber
breathed. The mountain climber gasped
for air.
162.[163.] Expanding with modifiers
The exhausted climber gasped for air
The exhausted climber noisily gasped the thin, cold air.
163.[164.] Usage: proper transitions, review conjunctions and commas, verb tense and adjectives Adding sentence openers164.[165.] On the stage, Emil felt extremely nervous.165.[166.] Shaking and perspiring, he searched the room for an exit.166.[167.] In the end, Emil was much happier in the audience.167.[168.] Although her opponent was tall and
strong, Felicia was not afraid.[169.] After four years of training, she was ready to earn her black belt.
168.[170.] Adding to the middle
Liz, forgetting her manners, hollered across the table.
The principal, offended, frowned at her.
Liz blushed, completely embarrassed, and quietly apologized.
169.[171.] Adding sentence closers
Stan went the beach every day last summer.
He swam a lot, becoming stronger and faster.
He plans to be a lifeguard when he turns 18.
170.[172.] Combining with conjunctions
Nicholas usually dresses smartly, but today his socks did not match.
You should hurry, or you will be late.
Although they argue quite a bit, Sheela and Shawna are best friends.
Dan’s lunch will be nothing special because he lost his wallet.
171.[173.] 2.Writers paint pictures in their writing by adding “visual” words
172.[174.] Similes173.[175.] Twin sentences using
action and dialogue[176.] Setting cues
174.[177.] 175.[178.]
Word Choice/ Craft
5 th 6 th 7th
182.[185.] Use and 3 places where “cracking open a sentence” was used to revise their work.183.[186.] Use and identify 3 places where dialogue was used.184.[187.] Use and identify 3 places where twin sentences with action/dialogue were used.185.[188.] Use one of the strategies below to add “visual” words to their text:
Similes Setting cues Adjectives that describe people and things
186.[189.] Repeating a word187.[190.] Using pictures of symbols in text188.[191.] Sound words189.[192.] Alliteration190.[193.] Writing a word in a special way191.[194.] Listing192.[195.] Parallel phrases193.[196.] Alternate sentence length194.[197.] “every word counts”
Grammar
Grade 5 Grade 6 (spiral gr5) Grade 7 (spiral gr5-6) Grade 8 (spiral gr5-7)
Intro to parts of speech1. Introduction
2. Nouns, noun markers, proper nouns, verbs, adjectives, pronouns, prepositions3. Verbs, adverbs, conjunctions, interjections4. Coordinating conjunctions (and, but, or)
Nouns and articles5. Common vs. proper nouns6. Singular vs. plural nouns7. Irregular plurals8. Use correct article (a/an) based upon noun beginning with a consonant or a vowel9. Write plurals for words by adding s10. Write plurals for words by adding es11. Write plurals for words by changing spelling – man to men12. Write plurals for words that end in y by adding es13. Write plurals for words that end in an f by changing to a v and adding es
Nouns and articles109. transitions between paragraphs110. higher level conjunctions with subordinate phrases111. precise words112. sentence openers113. adding to the middle114. adding sentence closers115. combining with conjunctions
Sentences End punctuation Run-on sentences● Fragments
Nouns● Capitalization Regular plural Irregular plural Singular possessive● Plural possessive
Pronouns● Subject pronouns● Object pronouns● I and me
7 th Capitals
118.Proper nouns119.Names of streets120.Towns and cities121.Names of countries122.Names of people123.Days of the week124.Holidays125.Names of nationalities126.Names of organizations127.Academic courses128.Acronyms129.Book titles130.Titles before a name131.Proper adjectives
Sentence Endings132.Question
: who, what, when, where, why, do, will, can, is
133.Periods: statements, commands134.Exclamations: interjections, strong emotions
Commas
5 th Capitalization1. Capitalize the pronoun I
2. Always begin theCapitalize first word of each sentence with a capital letter3. All proper nouns are capitalized4. Streets are capitalized5. Towns and cities6. Names of countries7. Names of people and pets8. Days, months, and holidays of the week9. Holidays10. Names of nationalities11. Book titles (not the little words)12. Titles before a name
b. Define and use capitalization rules: in titles, proper nouns, first word in a sentence (reinforce)
e. Titles of respectf. Names of places &
specific buildingsg. Title of relative
(sometimes aunt, uncle, mom, dad)
Comma
● We and us● Possessive pronouns
Verbs● Past, present, and future tense of regular verbs● Past, present, and future tense of irregular verbs Subject-verb agreement
Adjectives and Adverbs Comparing adjectives Adverbs Comparing adverbs
Homophones Double negatives
Commas Commas in a series Commas in direct address
Quotation Marks Punctuating dialogue
Conjunctions● Comma use Advanced conjunctions
116.6 th
135.Use a comma before the conjunction and, but, or, nor, and so in a compound sentence136.Commas to separate words in a series (not two words)137.Commas to separate phrases in a series138.Commas in dates139.Do not separate just a month and a year with a comma140.If a phrase with the date begins the sentence, it is often followed by a comma141.Commas to separate parts of a place name142.Do not use a comma if the place name is followed by a preposition such as: on, in, to, at, or for143.Commas to set apart phrases, clauses and expressions144.If a subordinate (or dependent) clause comes before the main clause, use a comma after the clause145.Do not use a comma if the main clause comes first146.Commas after an introduction like yes, no, a mild interjection or a long introductory phrase147.Use a comma to set-off some phrases in the middle of a
13. Commas in a compound sentence: use a comma before and, but, or, nor and so14. Commas to separate words in a series15. Commas in dates16. Commas to separate parts of a place17. Commas after an introduction
“ - Yes, I would like more bread.”
18. Commas to set apart many clauses, phrases and expressions19. If a subordinate or dependent clause comes before the main cause, use a comma after the clause20. NOT using a comma before a prepositional phrase at the end of a sentence21. Use commas to set off most phrases in the middle of a sentence
Quotation Marks and Apostrophes22. If a person speaking comes before the words being spoken or written, put a comma before the quotation mark.23. If the words spoken or written come before the speaker “What time is it?” asked Mary. “I don’t know,” replied Bill.
117. sentence148.Do not use commas to separate a defining clause149.Do not use a comma before a prepositional phrase at the end of a sentence
Other Punctuation150.quotation marks : Mary asked Bill, “What time is it?”151.“What time is it?” asked Mary. “I don’t know,” replied Bill.152.“I don’t know what time it is,” Bill replied, “because I lost my watch.”153.apostrophe: possession154.apostrophe: contraction155.colon156.semi colon
Pronouns157.agreement of pronouns in number and gender158.a pronoun as the subject of a sentence. 159.A pronoun as an object160.Possessive pronouns161.There, their, they’re162.It’s, its163.You’re, your
24. “I don’t know what time it is,” Bill replied, “because I lost my watch.25. Apostrophe: possession26. Apostrophe: contractions
Pronouns27. agreement of pronouns in number and gender28. pronoun as an object (me, us, you, him, her, it, them)29. possessive pronouns: (mine, yours, his, hers, ours, yours, theirs)
Pronouns30. agreement of pronouns in number and gender31. pronoun as an object
me, us, you, him, her, it, them
32. possessive pronouns mine, yours, his, hers, ours, yours,
theirs
a. Subjective pronouns (I, you, he, she, it, we, they)
b. Objective pronouns (me, you, him, her, it, us, them)
c. Possessive pronouns (mine, yours, his, hers, ours, theirs)
d. Pronouns before and after verbs
Verbs
164.Each, anyone, everyone
Verbs165.Past, present and future tense166.Third person present, add s if the subject is singular167.Add ed to make past tense for regular verbs168.Irregular verbs past tense:
Begin/began Break/broke Come/came Give/gave Lie/lay Rise/rose Sing/sang Take/took Throw/threw
169.Present perfect tense170.Verb tenses must be consistent171.Troublesome verb pairs: leave/let, learn/teach, rise/raise, sit/set, lie/lay172.Active vs. passive voice173.Verbals are words or phrases made from verbs174.Infinitive is formed by using to and the present tense of the verb. Infinitives can act as nouns, adjectives or adverbs: They learned to paint well.
Adjectives and Adverbs
Verbs33. Verb tense
past, present, future
34. Third person of present-tense verbs
To make the present tense of a verb third person, add s if the subject is singular. Sam rides the bus to school.
35. Common irregular past tense verbs
began, broke, came, gave, lay, rose, sang, took, threw
36. Present perfect tense He has taken his medicine. She has
eaten her dinner. She has gone to sleep. They have eaten their dinner.
37. Verbs must be consistent.38. Troublesome verb pairs
leave/let, learn/teach, raise/rise, sit/set, lie/lay
39. Active/Passive Verbs He cut the grass/ The grass was cut.
He ate the cake/ The cake was eaten.
40. The tense of a verb (past, present, future)41. To make the present tense of a verb third person, add s if the subject is singular. Sam rides the bus to school.42. Common irregular past tense verbs: began, broke, came, gave, lay, rose, sang, took, threw43. Present perfect tense: He has
175.a/an176.adding er/est/ to adjectives177.more most178.not most favorite, more perfect179.than/then180.adverbs181.good/well182.double negatives183.not, none, not any, none
Preposition
184.prepositions185.do not put a comma before a prepositional phrase186.usually a short prepositional phrase at the beginning or in the middle of a sentence is also not set off with commas, but long phrases may require a comma to make the meaning of the sentence clear.187.Coordinating conjunctions188.Subordinating conjunctions189.Interjections
Sentences
190.Subject and predicate191.Simple sentence
taken his medicine. She has eaten her dinner. She has gone to sleep. They have eaten their dinner.44. Verbs must be consistent.45. Troublesome verb pairs: leave/let, learn/teach, raise/rise, sit/set, lie/layActive/Passive Verbs: He cut the grass/ The grass was cut. He ate the cake/ The cake was eaten.
a. Past, present, and future tense of the verb to be.
b. Conjugating verbs – past, present, future, past participle
c. Irregular verbsd. List, identify, and
use action verbse. Verb tenses:
present, future, pastf. Regular vs.
Irregular Past Tense Verbs (to teach, to buy, to drink, to bring, to go, to do, to see, to have)
g. Action verbs vs. Linking verbs.
Subject Verb Agreement46. Subject-verb agreement
A singular subject refers to one person, place or thing.
A plural subject consists of more than one person, place, or thing.
47. Interrupting words: interrupting words and phrases
192.Compound sentence193.Complex sentences194.No comma is used before the conjunction joining two nouns, pronouns, or verbs in the compound subject or predicate of a simple sentence195.Put a comma after the dependent clause if it comes first in a complex sentence196.Incomplete sentences197.Run-on sentences198.Subject verb agreement199.Interrupting words and phrases do not change the subject from singular to plural. Prepositional phrases do not change the subject for purposes of subject-verb agreement200.If a sentence starts with there, or here, look elsewhere in the sentence for its subject201.Anybody, anyone, each, either, everyone, someone, no one, nobody= singular verb202.Both, many, several, few = plural verb203.Pronouns all, any, some and none may be singular or plural. If they refer to a singular person or thing, they are singular. If they refer to several people or things, they are plural. If they refer to a quantity or something
do not change the subject from singular to plural48. If there sentence starts with there or here, look elsewhere for the subject.49. Indefinite pronouns: Anybody, anyone, each, either, everyone, someone, no one, nobody= singular50. Both, many, several, few- plural51. All, any, some and none can be singular and plural52. Glasses, pants, pliers and scissors are singular
a. Identify compound subject
b. Identify singular and plural pronouns, then check subject/verb agreement
Adjectives/ Adverbs53. a/an54. Descriptive adjectives55. Comparative and superlative adjectives
er/est/most/more more perfect, most favorite, more
unique than/then
not countable (like water), they are singular.
Glasses, pants, pliers, scissors: singular
Sentence Fluency204. Appositives205. Independent work marker206. Dependent word marker207. Past participle phrases208. Present participle phrases
modifiers209.
56. Adverbs adverbs with ly
57. well/good58. double negatives “He won’t never succeed.”59. None/any60. After the verb “to be” and other linking verbs, use an adjective, not an adverb. For ex.: He felt quite sickly. He felt quite sick.
Other Parts of Speech61. The preposition tells about position or place62. Do not put a comma before the final prepositional phrase63. Coordinating junctions64. Subordinate conjunctions65. Interjections
: short words that express a strong emotion: Oh, no!
Subject Verb Agreement A singular subject refers to one
person, place or thing. A plural subject consists of more
than one person, place, or thing.
66. Interrupting words: interrupting words and phrases do not change the subject from singular to plural
67. If there sentence starts with there or here, look elsewhere for the subject.68. Indefinite pronouns: Anybody, anyone, each, either, everyone, someone, no one, nobody= singular69. Both, many, several, few- plural70. All, any, some and none can be singular and pluralGlasses, pants, pliers and scissors are singular
Quotation Marks and Apostrophes71. If a person speaking comes before the words being spoken or written, put a comma before the quotation mark.72. If the words spoken or written come before the speaker
“What time is it?” asked Mary. “I don’t know,” replied Bill.
“I don’t know what time it is,” Bill replied, “because I lost my watch.
73. Apostrophe for possession74. Apostrophes for contractions
End marks and types of sentences75. Identify kinds of sentences (declarative, interrogative, exclamatory) and punctuate with correct end mark.
Sentence Fluency
76. Write complete sentences with a subject.
The subject is WHO does the action or WHAT the sentence is about.
Identify subject as a person (ex. I, you, The Diaz family)
Identify subject as a place or thing (ex. dancing, pets)
Identify subject as “it” (It is beautiful!)
Command sentences have no subject, subject (you) is implied.
Identify sentences with and without a subject (fragments with no subject)
Correct sentences without a subject. Independently write sentences with
a subject.
77. Write complete sentences with a verb.
The verb is the action/doing word in the sentence.
Identify the verb in a sentence. Correct sentences without a verb
(fragments with no verb)
78. Write complete sentences with a subject, a verb and a complete thought.
(Eliminating fragments) Identify sentences with and without
a complete thought. Correct sentences that do not have a
complete thought or other crucial words.
Independently write sentences with a subject, verb, and a complete thought (short-mid length sentences) without error.
Edit notebooks.
Eliminate run-on sentences79. Eliminate “double subject” run-on sentences
She is so nice she is so pretty.
80. Eliminate “so then” sentences
So then she helped him so then he was glad so then.
81. Comma with coordinating conjunction
Write compound sentences correctly by joining two complete sentences with “and” “but” “or” “so” or other conjunctions, and a comma.
82. Identify conjunctions83. Add a comma before the conjunction in a compound sentence.84. Independently write compound sentences.85. Identify sentences using “and” that DO NOT need a comma.86. Edit notebooks for missing commas in conjunctions.
Commas87. Commas in a compound sentence: use a comma before and, but, or, nor and so88. Commas to separate words in a series89. Commas in dates90. Commas to separate parts of
a place91. Commas after an introduction- Yes, I would like more bread.92. Commas to set apart many clauses, phrases and expressions93. If a subordinate or dependent clause comes before the main cause, use a comma after the clause94. NOT using a comma before a prepositional phrase at the end of a sentence95. Use commas to set off most phrases in the middle of a sentence
Conjunctions96. Using, not abusing “and”97. Eliminate writing sentences starting with “and”98. Never use more than one “,and” in a sentence (very rarely two) 99. Edit notebooks for “and” abuse
Sentence Fluency100. Using precise words
The mountain climber breathed vs. The mountain climber gasped for air.
101. Expanding with modifiers The exhausted climber gasped for
air vs. The exhausted climber noisily gasped the thin, cold air.
1. Usage: proper transitions, review conjunctions and commas, verb tense and adjectives102. Adding sentence openers
On the stage, Emil felt extremely nervous.
Shaking and perspiring, he searched the room for an exit.
In the end, Emil was much happier in the audience.
Although her opponent was tall and strong, Felicia was not afraid.
After four years of training, she was ready to earn her black belt.
103. Adding to the middle Liz, forgetting her manners,
hollered across the table. The principal, offended, frowned at
her. Liz blushed, completely
embarrassed, and quietly apologized.
104. Adding sentence closers Stan went the beach every day last
summer. He swam a lot, becoming stronger
and faster. He plans to be a lifeguard when he
turns 18.
105. Combining with conjunctions
Nicholas usually dresses smartly, but today his socks did not match.
You should hurry, or you will be
late. Although they argue quite a bit,
Sheela and Shawna are best friends. Dan’s lunch will be nothing special
because he lost his wallet.
106. Writers paint pictures in their writing by adding “visual” words107. Similes108. Twin sentences using action and dialogue
Setting cues
Ideas
5 th 6 th 7 th
Write stories with beginning, middle, end
Write stories that matter-that have significant meaning to the author
Go through the steps of writing process-gather, pick, draft, revise, edit.
Publish stories that are at least one page long
Write “small moment” stories
Vary between “story” and “summary”, relying more on actual storytelling than on summary. At least 50% story
Using Description
What needs to be defined?
How can you incorporate imagery?
What needs to be defined, but needs further research?
Using Persuasion
What position do you want to take toward your subject?
How much
Use and 3 places where “cracking open a sentence” was used to revise their work.
Use and identify 3 places where dialogue was used.
Use and identify 3 places where twin sentences with action/dialogue were used.
Writers use an action or dialogue lead
Use and identify at least 2 places where “show don’t tell” was used to revise their work.
Show characters’ inner thought 2-3 times
Use one of the strategies below to add “visual” words to their text:
Similes
background do you need?
What arguments can the reader bring against your assertion?
What examples can you think of to illustrate your topic?
How can you appeal to your readers’ emotions?
How can you use example, comparison, or description to strengthen your logic?
What tone is most appropriate to the kind of appeal you want to emphasize?
Setting cues
Adjectives that describe people and things
Compare and Contrast
What are the similarities? Differences?
Should you emphasize similarities or differences?
What examples will work best?
What other modes (spiraling back) are appropriate?
What is your point? Your purpose?
What type of organization will fit your purpose best?
What persona do you want to create?
Narration
Anecdotes
What senses can you appeal to?
Show/Don’t Tell
What concrete details can you use?
How can you vary your narrative?
What can your audience identify with? Similes? Metaphors? Allusions?
Engaging voice
Original Word Choice
Explanation and Argument Examples from other sources
Listing examples
Are examples pertinent?
Are examples of equal weight? Are any unimportant?
Do you need to re-gather for more examples?
How have you gone back to your resources to cite? Does your example make sense? Do you need explanation?
How familiar is your audience with each
example?
Do all examples support the point that you are trying to teach?
Critical Thinking
What unique ideas are you providing?
Incorporating dense questions prior to writing thesis (see reading 7th grade standards)
Making careful generalizations about the world or rhetorical criticism
Quarterly Writing Assessment
5 th 6 th 7 th
1. Personal Essay: Describe a time where you’ve had to overcome an obstacle. What did you learn from the experience?
2. Personal Essay:Choice between 4 prompts.3. Literary Essay (based
on NYS Regents) Students choose from one of five inspirational quotes. Do you agree/disagree with the quote? Using a book from a list provided, create a unique thesis statement and composition answering your question.
Genres
5 th
Narrative
Short answer prompt
Letter
Poetry
Persuasive essay
Report
newspaper
6 th 7 th
literary essay
personal essay
report
short answer prompt
letter writing (historical)
debate
children’s book
Scope and Sequence (see standards for more description)
5 th 6 th 7 th
Summer School:
Personal Narrative Assessment:a. 3 days to gather, draft and publish a
raw writing sample: to start building community, build stamina/urgency, and assess
b. Celebrate with author’s chair
Developmental Spelling Assessments:a. test all four levels in Ganske’s book,
group kids for September spelling instruction
b. test commonly misspelled words from Cunningham’s Month By Month Phonics
Do-nowsa. Consonants and vowels review (to
prepare for September’s spelling program)
b. Character strength exercises (write about a time you had to have grit, love, hope, self-control, etc.)
c. End punctuation, capitalsd. Commonly misspelled words?
Summer School:
Gathering and Growing Ideas
Thinking of possible audiences
Making a list
Strong emotions
Observing surroundings
Recall firsts and lasts
Reading
Brainstorming
Freewrite
Listing
Webbing
Asking questions
Developmental Spelling Assessment (see 5th )
Summer School:
to identify qualities of good writing to identify a writer’s specific focus in
compositions to identify patterns of organization in
compositions to evaluate the clarity of essays other than
one’s own to evaluate technique, organization and
sentence complexity Literary Essay on demand diagnostic
Capitalization Capitalize I Always begin the first word of
each sentence with a capital letter All proper nouns are capitalized Streets are capitalized Towns and cities Names of countries Names of people Days of the week Holidays Names of nationalities Book titles (not the little words) Titles before a name
Building a Storytelling Community:
Accountable talk:a. partner rules and managementb. rug rules
Brainstorming: listing “first times” memories and
writing a story listing “last times” memories and
writing a story listing “people we care about” and
writing a story that is connected to that person
**writing true stories that matter from our
own lives=our lives are worth telling about**
Picking a Seed:a. pick a seed idea that “calls you” the
most to it
Drafting: a. come out of notebook onto loose-leaf
Editing:a. self-edit with a checklistb. every sentence has a periodc. every sentence starts with a capital
letterd. All names are capitalizede. Other
Publish:a. illustrate cover pagesb. celebrate in Writer’s Circlec. display Students will write for 30 minutes
Unit 1 : students publish multiple short answers both narrative and non-narrative
Grammar: Eliminate unnecessary capitals:
Write all letters correctly in
Unit 1 Studying Mentor Texts for Writing Craft
Parallel phrases
Repeating a word
Unit 1 : Students will brainstorm for a literary essay
Good writers gather ideas by making lists. Good writers grow ideas by listing.
(narrowing a large subject) Good writers grow ideas by looping. Good writers gather ideas by mapping.
lower and upper case. Correct words that have
unnecessary capitals aNd, SisteR
Master tricky letters such as b vs. d, D, : bed-letters look like a bed
J vs. j P vs. p r vs. R, others you see in their writing
Write “similar” upper/lower cases correctly by keeping lower case letters on the line, upper case taller.
NEATNESS!!!! Edit notebooks Proper capitalization rules
Identify and correctly punctuate four kinds of sentences:
Question Statement Command Exclamation Use four types of end
punctuation (.) (!) (?) (…) at appropriate times (see “Punctuation Power” sheet).
Edit notebooks
Using pictures or symbols in text
Sound words
Alliteration
Writing words in a special way
Lists
Metaphors
Similes
“long distance” parallel phrases
Good writers grow ideas by cubing. Good writers evaluate whether or not a topic
needs to be narrowed, then grow that narrowed topic.
Write complete sentences with a subject. The subject is WHO does the action or WHAT the sentence is about.
Identify subject as a person (ex. I, you, The Diaz family)
Identify subject as a place or thing (ex. dancing, pets)
Identify subject as “it” (It is beautiful!)
Command sentences have no subject, subject (you) is implied.
Identify sentences with and without a subject (fragments with no subject)
Correct sentences without a subject.
Independently write sentences with a subject.
Write complete sentences with a verb. The verb is the action/doing word in the sentence.
Identify the verb in a sentence.
Correct sentences without a verb (fragments with no
verb)
Write complete sentences with a subject, a verb and a complete thought. (Eliminating fragments)
Identify sentences with and without a complete thought.
Correct sentences that do not have a complete thought or other crucial words.
Independently write sentences with a subject, verb, and a complete thought (short-mid length sentences) without error.
Edit notebooks.
Eliminate run-on sentences: Master: “Double subject”
run-on sentences (She is so nice she is so pretty.)
“Double it” run on sentences (It is a nice day it is hot.)
“So then” sentences (So then she helped him so then he was glad so then..)
Write compound sentences correctly
by joining two complete sentences with “and” “but” “or” “so” or other conjunctions, and a comma.
Identify conjunctions in a sentence.
Add a comma before the conjunction in a compound sentence.
Independently write compound sentences.
Identify sentences using “and” that DO NOT need a comma.
Edit notebooks for missing commas in conjunctions.
Commas in a compound sentence: use a comma before and, but, or, nor and so
Commas to separate words in a series
Commas in dates Commas to separate parts of a
place Commas after an introduction-
Yes, I would like more bread. Commas to set apart many clauses,
phrases and expressions If a subordinate or dependent
clause comes before the main cause, use a comma after the clause
NOT using a comma before a prepositional phrase at the end of a sentence
Use commas to set off most phrases in the middle of a sentence
Using, not abusing “and” Eliminate writing sentences
starting with “and” Never use more than one
“,and” in a sentence (very rarely two)
Edit notebooks for “and” abuse
Writers regularly read their written
work out loud-3 times weekly in WW and 2 times at home to check for clarity. “It has to look right AND SOUND RIGHT” as a general rule of thumb.
Unit 2: Memoir
Beginning writers writing process goals:
Write stories with beginning, middle, end
Write stories that matter-that have
Unit 2: Writing with Clarity
Using correct capitalization
Using end punctuation
Avoiding run-on sentences (orally and in
Unit 2 : Students will publish 3 literary essays
Good writers sort their brainstorms into topics.
Good writers use an appropriate number of
significant meaning to the author Go through the steps of writing
process-gather, pick, draft, revise, edit.
Publish stories that are at least one page long
Write “small moment” stories Vary between “story” and
“summary”, relying more on actual storytelling than on summary. At least 50% story
Use and 3 places where “cracking open a sentence” was used to revise their work.
Use and identify 3 places where dialogue was used.
Use and identify 3 places where twin sentences with action/dialogue were used.
Writers use an action or dialogue lead
Developing writers writing process goals:
All the above plus- Use and identify at least 2 places
where “show don’t tell” was used to revise their work.
Publish 1-1.5 pages in length minimum
written work)
Avoiding sentence fragments (orally and in written work)
Paragraphing
Transition words
Use exact nouns and verbs
Complex sentences
instances and examples when writing paragraphs. There are a variety of ways to organize instances and examples when outlining a composition.
Good writers, using their outlines, draft paragraphs.
Good paragraphs always link back to both aspects of the thesis and conclude with how the subtopic is a good example of the thesis
Good writers lift qualities of an exemplar in their own writing.
Good writers identify patterns of errors within each rubric category. They change their composition accordingly.
Advanced writers writing goals: All the above plus- Use twin sentences 5 times to
revise their work Show characters’ inner thought 2-3
times Use one of the strategies below to
add “visual” words to their text:o Simileso Setting cueso Adjectives that describe
people and things Publish 1.5+ pages in length
Quotation Marks and Apostrophes If a person speaking comes before
the words being spoken or written, put a comma before the quotation mark.
If the words spoken or written come before the speaker “What time is it?” asked Mary. “I don’t know,” replied Bill.
“I don’t know what time it is,” Bill replied, “because I lost my watch.
Apostrophe: possession Apostrophe: contractions
Pronouns agreement of pronouns in number
and gender pronoun as an object (me, us, you,
him, her, it, them) possessive pronouns: (mine, yours,
his, hers, ours, yours, theirs)
Verbs The tense of a verb (past, present,
future) To make the present tense of a verb
third person, add s if the subject is singular. Sam rides the bus to school.
Common irregular past tense verbs: began, broke, came, gave, lay, rose, sang, took, threw
Present perfect tense: He has taken his medicine. She has eaten her dinner. She has gone to sleep. They have eaten their dinner.
Verbs must be consistent. Troublesome verb pairs: leave/let,
learn/teach, raise/rise, sit/set, lie/lay
Active/Passive Verbs: He cut the grass/ The grass was cut. He ate the cake/ The cake was eaten.
Sentence Fluency2. Using precise words
a. The woman breathed.b. The mountain climber breathed.c. The mountain climber gasped for
air.
3. Expanding with modifiersa. The exhausted climber gasped
for airb. The exhausted climber noisily
gasped the thin, cold air.
Unit 3: Test Prep (see grammar) Unit 3: Powerful Paragraphs
Introduction hooks the reader and sets a purpose for writing
Details support the thesis statement
Detals are made clear with evidence, examples and explanation
Varied sentence structure
High level vocabulary
Conclusion makes an inference, connection, or action plan
Spelling, grammar, and punctuation are nearly perfect
Unit 3 : Students will publish 3 personal essays
1. Good writers identify elements of a great personal essay
2. Good writers utilize the best pre-writing strategy for the topic at hand
3. Good writers gather to best support their thesis and the questions within the prompt
4. Good writers outline so their writing is clear
5. As good writers draft, they write complex sentences with conjunctions
6. As good writers draft, they use adjectives to decorate their writing
7. The comma, the period, the dash and the semi-colon. Good writers choose their punctuation.
8. Good writers use transition words
thoughtfully, and not generically.
Unit 4: Narrative and Non-Narrative Paragraphs inspired by Black History
Narrative Paragraphs:
Immersion in narrative genre:
Writers identify these reasons why/when paragraphs are used:
a. Change in/describe an actionb. Change in speaker (dialogue)c. Change in/describe setting (time,
weather, day, month, year etc.)d. Describe/introduce a new character
into the scene/storye. Explanations f. Background information g. What kids infer
Writing Narrative Paragraphs:
Write a minimum of 6-8 sentences in each paragraph:
a. Describe a setting b. Dialogue-multi-paragraph
1.5 pages
Unit 4: Oral Language
Speak with conviction
Avoid like and um
Cite factual information
Listen and respond
Use complete sentences
Use strong vocabulary
Think before you speak
Use appropriate volume
Make sense (know what you’re talking about)
Unit 4: Students will publish a research paper and project for nonfiction exhibition
Discovering a thesis Prewriting/ Organization/
subtopics Define what the key words or
subject means Examples from your own
experience Examples from other sources Listing examples Are examples pertinent? Are examples of equal weight?
Are any unimportant? Do you need to re-gather for more
examples? How have you gone back to your
resources to cite? Does your example make sense? Do you need explanation?
How familiar is your audience with each example?
Does the audience understand the sequence at which the evidence was taken?
Any evidence that you have in the
c. Describe an action d. One sentence paragraph <
6-8 sentences of coursee. Publish a story prompt that
includes all the above in alternation 1.5 pages min.
Writing Non-Narrative Paragraphs:
1. The writing process:a. Pick a topic and/or write to a
promptb. Brainstorm a web of ideasc. Outline ideas using topic sentence,
prove it/explain, closing sentenced. Transitions e. Distinguishing between fun facts
and important informationf. Revise/edit using checklist and
teacher feedbackg. Publish in portfolio
Topic sentence development/paragraph leads
i. quotes ii. imagine a world
iii. posing idea as a question
iv. stating idea plain and simple
paper, it has to be something that can be taken apart two ways. (Multi-faceted quotes)
Do all examples support the point that you are trying to teach? Good research paper writers start brainstorming to choose a topic by evaluating their own personal interests and the audience familiarity.
Good research paper writers collect as many facts, details and other relevant information that they can by note taking and citing their sources. In order to do so they need to brainstorm as many resources as possible in order to make their research cycle successful.
Good research paper writers ask the right question. In order to do so they ask questions about their questions.
Good researchers stay updated with their bibliographies.
Good research writers create categories for their inquiry question. They then start compiling the research they have within each category.
Good research writers emulate language they love.
Clarity:1. paragraphs are smooth2. paragraphs are organized
sequentially, causally, main idea and details
3. using partners to assess for clarity4. checking for sentence coherence
Sentence Fluency:1. Combining with
conjunctionsb. Nicholas usually dresses
smartly, but today his socks did not match.
c. You should hurry, or you will be late.
d. Although they argue quite a bit, Sheela and Shawna are best friends.
e. Dan’s lunch will be nothing special because he lost his wallet.
2.Writers paint pictures in their writing by adding “visual” words
f. Similesg. Twin sentences using
action and dialogueh. Setting cues
Unit 5: Persuasion
Accountable talk:a. Partners help us brainstorm more for
our ideas by stating why they agree or disagree with our idea.
b. Writers use conversational prompts to say more about their ideas or really, just explore their thinking about something.
Brainstorminga. List people in your life. List ideas
about them as individuals or about your relationship to them.
b. “ “ Free-write min of one page “”
c. Brainstorm a web of “issues”. Free-write about or grow/list of ideas that come out of those issues.
d. An idea has two parts: a subject and what you want to say about the subject.
Subject: My sister What I want to say: ..is a role model to me
e. “Lift a line” from a free write that calls “say more, say more.” Write a page about that one idea.
f. Timed free writes: write non-stop about one idea for 8 min without letting the pencil leave the page.
Unit 5: Writing for a test
Read the question first
Underline support in text
Short response
Answers the question
Uses at least 2 RIA details (see nonfiction studies)
Makes complete sense
Sounds smart (inferences and vocabulary)
Paired Passage Essay
Uses 4-5 details from each passage
Paraphrases details
Explains details and shows how they answer the question
Makes connections between passages
Addresses every part of the question and all bullet points
Unit 5 :Critically Thinking
1. to develop a critical question about the text: A Tree Grows in Brooklyn
2. to develop an argument (like in “The Great Debaters”) that answers the question
3. to utilize the best pre-writing strategy for the argument (spiraled)
4. to write an organized, efficient and high quality outline
5. in outline, develop commentary that is rhetorically critical
6. develop controversial or unique commentary
7. to stick to the point/argument/thesis in your composition (spiraled)
8. to use quotes and examples from the text to support your argument/thesis
9. to comment on the examples/quotes from the text
10. to publish a critical essay about A Tree Grows in Brooklyn
to present the argument/critical essay orally to a group
Creating a seed idea (thesis statement):
1. Writers create claims that are opinions or ideas, not facts i.e.
Wrong= My father picks me up after school.
Right = My father may be very busy, but he tries his best to show me he cares.
2. A seed can go two ways: An idea supported by three reasons OR an idea with three parts.
Outlining:a. Writers will use an outlining booklet
to create topic sentences, add supporting details and write close it sentences for each paragraph.
b. Writers use mini-stories with a B/M/E to support topic sentences.
c. Writers collect relevant “proof” in the form of facts, statistics or other details and add them to the outline.
Drafting:b. Write in paragraphsc. Skip lines (optional) for revisiond. Add transition words from topic
sentences to mini-stories and from
Uses compare and contrast transition words
mini-stories to supporting details
Introduction paragraphs a. leads:
use a quote “Imagine…”
b. seed idea alone i. State the subject and state what will be explained. ii List method All college students need money, friends, encouragement and support.
Conclusion paragraphs
b. “Some people say... (counter-argument)”
c. “______ is important to me because..”
d. “I’ve realized that…”
Grammar:1. Usage: proper transitions,
review conjunctions and commas, verb tense and adjectives Adding sentence openers
a. On the stage, Emil felt extremely nervous.
b. Shaking and perspiring, he searched the room for an exit.
c. In the end, Emil was much happier in the audience.
d. Although her opponent was tall and strong, Felicia was not afraid.
e. After four years of training, she was ready to earn her black belt.
2. Adding to the middleb. Liz, forgetting her manners,
hollered across the table.c. The principal, offended, frowned at
her.d. Liz blushed, completely
embarrassed, and quietly apologized.
e. Adding sentence closers1. Stan went the beach every
day last summer.2. He swam a lot, becoming
stronger and faster.He plans to be a lifeguard
Unit 6: Poetry
Good writers immerse themselves in the language and joy of poetry before attempting to emulate favorite writers.
Unit 6: Report
Lead grabs readers attention (question, imagine, right to the point)
Introduction sets purpose for writing
Subtopic selection supports development of topic
Unit 6: Critical Thinking
Brainstorming about the question, collecting quotes that have to do with the question OR two questions…
Looping on concepts/perspec- tives/etc. from bird’s eye view. Keeping
mind open about multiple answers to each
Good writers identify the rhyme, rhythm and repetition in poems
Good poets know that the most powerful poems come from the heart.
Good poets rely on their five senses and vivid memories to get their poems going.
Poets can use shape, font and creative word spacing to express the meaning and feelings behind the words they write.
Poets can “climb inside an object” by writing an “inside this” poem.
Writers will use line breaks to revise their poems, knowing that line breaks indicate a pause in the poem.
Poets read poems out loud to hear where the natural pauses are.
Poets added missing parts that are important.
Poets add punctuation to their poems.
Writers will show LOVE and SOCIAL INTELLIGENCE by giving compliments and feedback to their peers during the Writers’ Circle.
Writers will show BRAVERY by reading their
Paragraphs include topic sentence, paraphrased and logically ordered details, and transitions
Explanations, examples, and inferences add depth and meaning
Every sentence has clarity and correct grammar, spelling and punctuation
Writing includes complex sentences, high level vocabulary, and writing craft
question
Outline… possible answer/thesisconnect to concept and how concept is introduced in the bookauthor’s perspective on concept (projected)more proof with commentarymore proof with commentaryconclusion
ARE ALL PARTS OF THE QUESTION ANSWERED?
Evaluating outline. Are all parts of the question answered? Do you have enough proof to make this argument fly? Is all proof coming with world
class commentary?
Paragraph drafting: focus on great commentary for all proof and sticking to the subtopic of each paragraph.
Continue breaking down into subtopics/argu-ments/
Quote collecting “How is this true?”
Revision: balancing sophisticated
work out loud with confidence and zest. commentary and clarity
Editing: evaluating sentence complexity, sophisticated grammar and clarity of commentary.
Unit 7: Letter Writing
o Distinguish between business and friendly letters
o Identify features of business and friendly letters and use those conventions in their letter writing
o Create business and friendly letters paying particular attention to voice
o Convey similar meanings with business and friendly letters, but change the tone and format.
o Letters are for a particular audience and good letter writers understand their audience in order to convey their message.
Unit 7: Book Reviews
Introduction
States title and author
Mentions author’s awards or other books
Introduces main character
Introduces conflict
Gives mini-opinion
Summary
Describes main and secondary characters
Gives plot summary (without giving away the ending)
Explains conflict
Unit 7 : Open Cycle
Students will publish 2 compositions of their choice, showing mastery of every strategy learned over the course of the year.
Opinion
Compares to other books
Suggests reading audience
Describes character development
Asks questions
Examines author’s writing techniques
Mentions feelings evoked
Cites evidence from the text
Unit 9: Literary Essays
1 – immersion in qualities of lit essay2 – organizational chart (review from reading class)3 – adding set-up to quotes to give context4 – adding explanations and opinions after text evidence5 – selecting detailed evidence 6 – proving thesis statements – rethinking the wording7 – revising subtopics to prove thesis (Mike and I found they need this)8 – writing introductory paragraphs – inverted pyramid9 – writing concluding paragraphs
Unit 8: Open Cycle
** Nonfiction studies heavily teaches writing. In this classroom, the teacher spirals the writing strategies previously taught by the writing teacher. However, the teacher immerses students in different genres of writing.
5th 6th 7th
OngoingWriting and speaking in complete sentences and thoughts. (after Native American unit)Finding proof in the text (after test prep unit)Paraphrasing (during and after nonfiction inquiry unit) Sentences under Native AmericansStudents will identify complete sentences. Students generate complete sentences using the flip it answer it technique.
- Flip it = Echo parts of the question
- Answer it = answer the questionStudents will rewrite incomplete sentences to form complete sentences. Short Answers under Native Americans/WeatherStudents will learn the flip it, answer it, prove it technique for short responses Students will find evidence in the passage to use for their “prove it” sentence. Students will make sure that proof supports the flip it, answer it sentence. Writing Question and Answer Essays/ Nonfiction Inquiry Project
Ongoing
Question:
Select a meaningful topic
Create an inquiry question
Tap your prior knowledge
Brainstorm using a graphic organizer
Collect:
Decide where to look
Use TOC
Find the RIA (related important accurate) facts
Cite source information correctly
Use online search engines effectively
Sift and Sort
Sift between relevant and fun fact
Ongoing
Students will brainstorm, outline, draft and publish one document based essay following each chapter of their text book.
Students write sophisticated sentences with appositives, dependent word markers, independent word markers and transitions.
Historical Diary from Colonial Life in America
Students will draft 7-10 diary entries from the voice of a British journalist traveling to Colonial America.
Draft will have appropriate historical facts and will use language that is reminiscent of the time period.
Debate between a Patriot and Loyalist
Dialogue will present a conflict and a solution between a patriot and loyalist.
Dialogue will surround one central conflict
Student will brainstorm a list of possible topics they want to research by thinking about books they have already read in classStudents will narrow topics by how researchable a topic is in the student library (for lower level readers) and online (only for higher level readers)Students will learn to find reliable resources online (lesson only given to higher level readers, given to lower level readers when researching pictures to use)Students will cite three different sources in a bibliographyStudents will create one obvious question (What is (insert topic)) and 3 good questions they have about their topicStudents will chunk paragraphs and paraphrase each paragraph. Students will paraphrase a subsection of a book. Students will paraphrase an entire book. Students will learn to utilize a flipbook to organize their information by completing their question 1. (on shared KIPP server) (finish rest in class/ Saturday school)Students will answer their questions in short answer response form. Students will learn how to add a closing sentence (i.e. create a small paragraph)Students will choose nonfiction text
information
Shape facts into your own thoughts
Sort facts into related sub topics
Know when enough info has been collected
Synthesize:
Organize your findings. What have you discussed?
Identify and discard irrelevant information
Create new questions where info is needed.
Use partner/group to assist understanding
Analyze
Did you find the answer to your question
Do you need to revisit the cycle
Present:
Share your findings with the community
Respond to spontaneous questions
with historical accuracy.
Picture Book of the Declaration of Independence
Using excerpts from the Declaration of Independence, students will create a picture book paraphrasing the language into simpler “kid friendly” language.
features that are appropriate for each question. Students will create an introduction for their essay. Students will create a conclusion for their essay. Students will revise their work. Students will peer-revise their work for new ideas and additions. Students will learn how to make their published work aesthetically pleasing. Aesthetics 101 Perfect Paragraphing – Solar System Students will learn how to read an article and take FQR notes. Students will learn to generate an original topic sentence from an article. Students will learn how to generate an original topic sentence from a book. Students will brainstorm topics for their solar system inquiry project from books they have read. Students will narrow down topics according to interest and availability of books in the classroom library (or online if they are reading on a higher level)Students will read their book and take FQR notes on the book. Students will generate an original topic sentence from their book. Students will learn how to support their topic sentence in an outline (fill in facts section)
Receive Peer Feedback
Biography and Oral Language Summer Session
Students present an oral presentation, using notes, about a biography of their choice
Ancient Egypt:
Students will create a mobile showcasing their research about Ancient Egypt. (see gather and collect)
Human Body:
Students will create a research inquiry report on a display board
Ancient Greece
Students will create a debate between two Grecian citizens showing accurate knowledge of historical details
Nonfiction Winter Exhibition
(see writing)
Mezo America
Students will create explanations of their facts/ reasons/ details by answer possible questions a student might ask of their facts/reason/ details. Students will complete their outline with an original closing sentence (move away from And these are the reasons etc.)Students will write a first draft of their paragraph using transition words. Students will self-revise their first draft using their checklist. Students will publish by making their final draft look presentable (using word art and page borders) Government Mini UnitStudents will create an original topic sentence from their independent reading book. Students will outline their topic sentence (on computer) adding more space for reasons or explanations or deleting explanations all together if not necessary.Students will focus on fluidity in their first draft (not overusing transitions and making it sound like a book)Students will revise their first draft using a checklist. Students will publish their paragraph by making their final draft look presentable (using double spacing techniques and pasting in clip art) Writing Essays – Washington DC Unit Errr haven’t done this yet…I can try to put
Students will create an A-Z picture book.
Geology:
Students will create a research report.
something together it would look like this Students will brainstorm topics based on what they have readStudents will narrow the topics depending on availability of resources (books or online)Students will outline three different subtopicsStudents will create original topic sentences from each subtopicStudents will outline each paragraphStudents will peer revise outlinesStudents will write a rough draftStudents will revise using a checklistStudents will publish by making their final draft look presentable
Benchmark Student Work
Table of Contents:
I. 5th Grade On Demand nonfiction paragraph
II. 5th Grade On Demand answer to the prompt: What don’t we know about you?
III. 6th Grade Memoir, April
IV. 7th Grade U.S. History Document Based Essay, March
V. 7th Grade Literary Essay, April